scholarly journals Reaching Young People Through Texting-Based Crisis Counseling

2019 ◽  
Vol 18 (4) ◽  
pp. 1147-1164
Author(s):  
Ande Nesmith

Texting-based crisis intervention counseling reaches young people who suffer from mental health issues at high rates yet hesitate to seek help. As a new interface, it is neither well-researched nor well-understood. This study examined 49 randomly selected text counseling transcripts and key informant interviews with two counselors to identify unique characteristics of the text counseling process and learn texter reactions to the sessions. Texters presented problems that were similar to those reported in voice-based hotlines. Texters valued the privacy and flexibility of texting that permitted them to receive help immediately rather than delaying. Counselors reported that they must be brief and direct with questions and avoid assigning emphasis to words. The written format required that both parties must be explicit and clear to convey their messages accurately. Both texters and counselors suggested that the texting option might lead young people to seek help that they might otherwise avoid. Recommendations include specialized training on strategies to assess and connect with texters using only the written word and research to develop best practices for texting-based crisis intervention services.

SecEd ◽  
2020 ◽  
Vol 2020 (2) ◽  
pp. 17-23
Author(s):  
Pooky Knightsmith

Every day, school staff will encounter students struggling with issues of mental health. In this practical guide, Dr Pooky Knightsmith looks at spotting the signs, the common mental health issues, how to intervene, talk and listen to young people, referring successfully to CAMHS, and eight tips for supporting young people


Author(s):  
Penelope Debs Keough ◽  
Jacqueline Simeon

The impact on elementary education, caused by the COVID-19 pandemic, has far reaching effects and can only be ameliorated by educators following best practices in distance learning. The purpose of this chapter is to bring to teachers, administrators, paraprofessionals, students, and parents innovative, effective ways to bring quality lessons at appropriate developmental levels to all students regardless of cultural backgrounds (i.e., second language learners, students qualified for special education, or those pupils hampered by trauma, homelessness, and/or mental health issues). This chapter will further describe through illustrations and step-by-step guides creating meaningful, interactive, and purposeful lessons to meet student needs based on assessment.


2002 ◽  
Vol 26 (4) ◽  
pp. 19-25 ◽  
Author(s):  
Annabelle Bundle

Annabelle Bundle presents the results of a qualitative study, undertaken in a mixed residential children's home, which aimed to identify what looked after young people see as important in terms of health information. The young people wanted information particularly on mental health issues, keeping fit, substance use and sexual health. Many were reluctant to request appointments for personal matters and did not feel they were encouraged to ask about personal health concerns during medical examinations.


2012 ◽  
Vol 48 (6) ◽  
pp. 965-973 ◽  
Author(s):  
James D. Livingston ◽  
Andrew Tugwell ◽  
Kimberly Korf-Uzan ◽  
Michelle Cianfrone ◽  
Connie Coniglio

2020 ◽  

Cath Kitchen, Head Teacher and Project Manager for the DoE AV1 project, and Zoe Johnson ‘Zobot’ explain how this innovative device is helping young people with long term physical and mental health issues to ‘virtually’ attend school.


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